Overview of Reading Approaches & Methodologies Utilized at High Road Academy

Great Leaps Reading Program:

A systematic reading program designed by Kenneth Campbell for students from Kindergarten through Grade Twelve. This remedial program consists of three parts: phonics, sight phrases, and oral reading selections. The main purpose of this program is to develop fluency and automaticity in timed readings of words, phrases, and reading selections. This program is used in conjunction with instruction with other multisensory-based phonics programs.

Fernald Word Learning Technique:

A multisensory word learning technique which systematically moves a student through four stages of word learning. The approach is analytic (teaches the whole word and then breaks down into component parts). This approach is especially successful as a supplementary sight word learning approach in conjunction with a systematic reading program which focuses on development of phonetic decoding skills.

Glass Analysis for Decoding Only:

A supplementary word learning technique which is based on a perceptual conditioning process. The approach helps students to identify, generalize, and produce an automatic response to common letters, clusters, and sounds.

Lindamood Phoneme Sequencing Program for Reading, Spelling, and Speech (The LiPS Program:

This program is based on the development of an oral-motor, visual, and auditory feedback system that enables students to identify the number and order of syllables in words. This approach is more basic and extensive than traditional phonics programs through its attention to direct development and integration of phonemic awareness with sound-symbol knowledge.

Merrill Linguistic Program:

A highly structured and sequential basal reading program. Words are presented according to spelling similarities which give students a framework for building reading skills and vocabulary. This program can be used in isolation or in combination with an Orton Gillingham approach.

Orton-Gillingham Remedial Training for Students with Specific Disability in Reading, Spelling, and Penmanship:

A program founded on utilization of multisensory techniques to present reading and spelling skills. Each phonogram (representation of a sound) is presented through each association (visual, auditory, and kinesthetic), and each association is linked and presented simultaneously. The premise is that the individual pathway makes an imprint on the brain and thus strengthens the learning process.

Recipe for Reading:

Similar in scope and sequence to Orton-Gillingham, this approach begins with an introduction of a specific sequence of letters and sounds. The sequence is taught and developed utilizing a multisensory approach.

Morgan Dynamic Phonics Language Training System:

Morgan Dynamic Phonics was developed by Kenneth B. Morgan. The program is a structured, systematic, sequential multisensory phonics reading program based on the Orton-Gillingham language training method. Morgan Dynamic Phonics is a comprehensive reading program that, in three reading books, teaches more than 5500 words and the skills to unlock thousands more. The program includes the 200 most frequently used words and the Dolch words through 4th grade. These words are used in more than 6400 sentences for the children to practice.

Lexia Reading S.O. S. (Strategies for the Older Student):

Lexia is a software program developed by West End Media for use by students reading from first through seventh grade. The program is divided into five levels which are based on an Orton-Gillingham Scope and Sequence for reading instruction. Level I reinforces the word attack strategies necessary for automatic recognition of short vowel words containing consonants, consonant digraphs and consonant blends, in both one syllable words and detached syllables (word parts). The program advances through Level V activities which are designed to reinforce structural analysis word attack strategies necessary for automatic recognition of multi-syllabic words containing prefixes, roots, and suffixes.

Read Naturally:

The Read Naturally program provides a method to improve reading fluency. Most struggling readers have fluency problems and spend little time reading. The Read Naturally program combines three powerful strategies for improving fluency: teacher modeling, repeated reading, and progress monitoring.

Cued American English:

Cued American English is a cueing system for individuals who are hard of hearing. High Road Academy incorporates the cues for vowels in providing a visual model to assist the students in associating the correct sound with each vowel.

Wilson Reading System:

The Wilson Reading System directly and systematically teaches students how to fluently and accurately decode. It utilizes an interactive and multisensory approach. Students learn to encode (spell) as they learn to decode. The system is based on the multisensory language techniques and principles first utilized by Dr. Sam Orton, Anna Gillingham, and Bessie Stillman.

Reading Reflex (Phono-Graphix):

Phono-Graphix was developed by Carmen & Geoffrey McGuinness in the mid 1990’s. This linguistically based program has been researched and proven to work with children age four to adult nonreaders. Phono-Graphix point of departure is a 180 degree difference from phonics. Instead of teaching children the sounds that letters make, students are taught to recognize that letters do not make sounds, they represent sounds. For example, rather than ask a student to tell what sound a letter makes, students are taught as follows: “When you see this sound picture, what do you say?” While appearing subtle, this aspect of Phono-Graphix makes it significantly different from other “phonics” approaches. Students work through four levels of Phono-Graphix: Basic Code, Adjacent Consonant Sounds, Advanced Code, and Multisyllable Management.

Language! A Comprehensive , Individualized Intervention Curriculum for Students with Delays in Reading, Writing, and Spelling, Grades 1-12 (Jane Fell Greene):

Language! is divided into three levels, each of which contains 18 units of study. Each of these 54 units of study contain several integrated, interwoven reading/language arts strands. Teachers begin by administering a placement test to determine each student’s starting point in the curriculum. Level 1 focuses on phonemic awareness, phoneme-grapheme correspondence, decoding, encoding, accuracy and fluency in passage reading, vocabulary, comprehension, wide supplementary reading, introduction to form and function in grammar, and abundant writing and editing. Level 2 focuses on syllabication, morphology (Latin roots, prefixes, suffixes) and Masterpiece sentences (mastery of syntax for composition, reading comprehension, and listening comprehension.) Level 3 adds features related to Greek morphology (Greek combining forms that make up much scientific and technical English vocabulary) and literature.

Spelling Through Morphographs Program:

Spelling Through Morphographs is designed for students in grades 4-12 (and adults) who demonstrate mastery of basic sound-symbol relationships but who misspell words ranging in difficulty from home, friend, runner, and flies to designation and progressively. Students may enter the program provided they pass the Placement Test. A morphograph is defined as “the smallest unit of identifiable meaning in written English.” The objective of the program is to teach students a set of principles that deals with the structure of words. Once the student has mastered these principles, they can apply them to virtually any English word and generate correct spellings.

Fischer Speed Drills:

Fischer Speed Drills is a supplementary speed, fluency, and automaticity program designed to provide students with extra practice in increasing their overall fluency and recognition of high frequency letter pairs and combinations, morphemes, and sight words.

REWARDS:

REWARDS is a specialized reading program designed to teach intermediate and secondary students a flexible strategy for decoding long words and to increase oral and silent reading fluency. The REWARDS strategy teaches students to examine the letters and patterns in words rather than guessing the word's pronunciation from context. The goal is to get a close approximation to the actual pronunciation and to correct that pronunciation using oral-aural language and the context.

Timed Readings Plus:

This program consists of reading material in Literature, Social Studies, and Science spanning grades 4 through 13+. It is designed to provide systematic, structured reading practice that helps students improve their reading rate and comprehension skills. In addition, it is intended to give students practice in reading and understanding informational articles, experience in reading various types of texts (i.e. expository, narrative, informational, and prescriptive), rehearsal with a wide range of reading levels, and support for taking standardized tests that include timed reading passages in various content areas.

 

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